CIVILISATIONS OF MEDIEVAL EUROPE LM A – 2025-2026

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Teacher: Prof. Sandro Carocci
E-mail: carocci@lettere.uniroma2.it
CFU: 6
Course code: 804002389
Degree: Master’s Degree “Scienze della Storia e del documento”
SSD: HIST/01 (ex M/STO-01)
Course delivery modalities: In-presence
Language: Italian
Pre-requisites: Basic knowledge of medieval history
Attendance: Optional
Assessment method: Oral examination
Period: 2nd term
Starting day: The course’s starting day is still to be determined.
Class hours
The class hours are still to be determined.
Program:
The Cities of Towers: Urban Landscapes, Society, and Power in Medieval Italy

Alongside cathedrals, towers are widely regarded as the quintessential symbol of the Italian medieval city—almost the embodiment of its most authentic character. Historical surveys of family towers conducted in various cities have produced astonishing numbers: 186 towers were counted in Florence, around a hundred in Bologna, over two hundred—and possibly as many as three hundred—in Rome, far exceeding the eighty-three and sixty-four found in Genoa and Perugia, respectively. Sixty were recorded in Savona, thirty in Noli, and the list goes on. And these are only partial figures. It is no surprise, then, that in the early thirteenth century, an English traveler, gazing down from Monte Mario at a city scattered with towers and bell towers, compared Rome to a field of wheat stalks. This vertical urbanity was a distinctly Italian phenomenon. In other parts of Europe, towers—where they existed—were typically found only on city walls or as defensive structures attached to government buildings. The English traveler’s sense of wonder was fully justified.
This course examines and interprets this striking feature of the Italian urban landscape. What was the geographical and chronological distribution of this phenomenon? What specific architectural forms did this upward drive take? Which social actors were involved, and what resources and strategies enabled them to construct these towers? Most importantly, what were the underlying logics and deeper motivations behind this remarkable urban development?

Text books:
  1. Sandro Carocci, Le città delle torri. Un’anomalia italiana nell’Europa medievale, Roma, TorVergata University Press, 2025

  2. Building and Conflict in Southern Europe (1000-1300), edited by Sandro Carocci and Federico Del Tredici, Brepols, 2026.

Bibliography:
  • P.R. Coss, The aristocracy in England and Tuscany, 1000-1250, Oxford, Oxford University Press, 2020.
Educational goals and expected learning outcomes:
A) Learning Outcomes: Students will acquire an in depth knowledge of the topics covered treated during the lectures.
B) Knowledge and Understanding: During classes, the student will learn the fundamentals of historical research methodology, with particular reference to the field of medieval history, becoming familiar with a specific vocabulary and conceptual tools peculiar to that discipline.
C) Applying Knowledge and Understanding: The consolidation of the fundamental principles of the historiographical method will be useful for the student to profitably pursue his or her course of study and then spend his or her skills both in research and teaching and in other professional fields.
D) Making Judgements: The student will be asked, both in classes and in examinations, to develop his or her ability to critically evaluate the topics discussed and the texts analyzed.
E) Communication Skills: In the course of lectures, students will be called upon to actively participate, with the aim of strengthening their ability to expound informations, argue his or her positions and exchange views with the lecturer and colleagues; these communication skills will be part of the final assessment in the examination.
F) Learning Skills: The teaching module will provide the tools for understanding the topics covered and the critical study of textbooks.
Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
– 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.
Teaching methods:
Lectures with PowerPoint presentations; collective work on reading and commenting sources; class discussion on specific readings and themes.
Attendance modalities:
Attendance, which is optional, is strongly recommended.
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